In one of my reflections, I spoke of leaders having to help others (like parents, students and even teachers) see the context regarding new policy or procedures. And in order to do this, the leader will need to have strategies to analyze the context of what is happening and respond appropriately and help others connect and understand the context. I will attempt to elaborate more on this matter in this week's reflection.
Often, teachers feel as though they are sometimes expected to carry out instructions that are developed by others or often find it completely unrelated to one another. I understand how these teachers feel and also believe that it is definitely easier to understand the big picture when we are seeing from higher levels in the organization. Often, teachers go about their day to day duties, having little or no idea why a new procedure was established. I believed that such procedures were created out of good intentions. However, just rolling out these procedure based on good intentions without much explanation will not do justice to it. Below are some steps which I find helpful to help contextualized so that others can see the connection.
The first step towards better communication is by clearly explaining the significance of some goals or projects that is important to you. It is important to articulate as explicitly as possible on the benefits that may result and how those benefits relate to the overall mission of affecting learning in our students. Then be open to questions which others may ask. Often I am glad that others ask questions. This shows that there is actually some real consideration by these teachers on the new procedures which everyone will need to adapt. Also, they may see aspects of the issue that are invisible to me because the nature of my work may be different from theirs. Even if answers to their questions seem overly obvious, do not just dismissed them but we need to take these questions seriously. Often, this project or goal have been in our minds for quite a long time now, while to others it may be a new and unfamiliar idea. What is necessary is for others to see why it is important to accomplish the objective that was outlined or to change their procedures in the manner that was proposed.
Once we helped others to contextualized, even if they do not come away agreeing with the change completely, they are likely to perform the work more effectively since they now have a better understanding of the context in which the new procedure has been adopted.
Wednesday, September 7, 2011
Thursday, September 1, 2011
Clarification of responsibilities
One of the things that teachers most complain about in the educational profession setting is not knowing exactly what is expected of them. Teachers have performed many roles, like invigilation in National Examinations, apart from the normal classroom teaching and may have carried out many of these duties repeatedly. Yet, at times they may feel uncertain as to precisely what their responsibilities are, which decisions they are authorized to make on their own, and in what areas they may exercise initiatives without infringing on someone’s else duties. Fortunately, some of these expectations were brought up before by my Principal a few years ago. But with the large number of new teachers joining the school, I feel that this matter needs to be brought up again.
As a new or experienced teacher alike, it can be maddening to realize that you were expected to do something you never realized was a part of your responsibilities, and it can be almost as frustrating to learn that you could have make a decision that no one ever told you that you were empowered to make. The standard way is to conduct a staff briefing before the start of the National examinations. So it is important to gather everyone to attend such briefing. But I suggest another way, which is to first survey the teachers, and then let the teacher’s People Developer have a brief conversation with each of them about their specific duty responsibilities. This I feel is more personalized. Some teachers are worried about meeting up with their People Developer. I believe that we need to make clear that they have not done anything wrong and it is just that the People Developer want to “make sure that we are all on the same page” about who’s doing what and where each teacher’s area of responsibility begins and ends. Through this conversation, I think that we may find that certain teachers assume that they are able to do certain matters on their own that really need to be addressed at different levels of the school, while others feel that particular duties are not their job even though, as People Developer may believe that they should be performing these tasks.
I am sure that clearing the air in this way can sometimes cause some hurt feelings or grumbling for a while. But if each People Developer handle the situation with tact and diplomacy, the end result will be a staff that better understands what the school need each teacher to do and why.
As a new or experienced teacher alike, it can be maddening to realize that you were expected to do something you never realized was a part of your responsibilities, and it can be almost as frustrating to learn that you could have make a decision that no one ever told you that you were empowered to make. The standard way is to conduct a staff briefing before the start of the National examinations. So it is important to gather everyone to attend such briefing. But I suggest another way, which is to first survey the teachers, and then let the teacher’s People Developer have a brief conversation with each of them about their specific duty responsibilities. This I feel is more personalized. Some teachers are worried about meeting up with their People Developer. I believe that we need to make clear that they have not done anything wrong and it is just that the People Developer want to “make sure that we are all on the same page” about who’s doing what and where each teacher’s area of responsibility begins and ends. Through this conversation, I think that we may find that certain teachers assume that they are able to do certain matters on their own that really need to be addressed at different levels of the school, while others feel that particular duties are not their job even though, as People Developer may believe that they should be performing these tasks.
I am sure that clearing the air in this way can sometimes cause some hurt feelings or grumbling for a while. But if each People Developer handle the situation with tact and diplomacy, the end result will be a staff that better understands what the school need each teacher to do and why.
Thursday, August 25, 2011
Reflect on Respect
During this busy examination registration and preparation week, I had a several encounters with teachers which made me consider how much respect other people seemed to give me and how much respect I believe I am giving others. I had approached teachers whose help I am grateful to have received. I had also given advice and guidance to those who had approached me.
For me, I believe that the amount of trust I would receive is almost directly proportional to the amount I give to the people who work with me. Sometimes, I hear teachers balk at this idea and say, in effect, “Our school leaders and middle managers or teachers should not be the ones deferring to students. Respect has to be earned, and, like it or not, it can move in only one direction at their age in school.” In some ways, that observation may be true. But respect is not the same as compliance. Respect is the way in which we demonstrate that other people have value, even if that value arises only from their potential, which is the case of our students. The school leader who does not show consideration for middle managers, the middle manager who disrespect teachers and teachers who are dismissive of students, all of whom, in my opinion, had undermined his own authority already.
Hence, it is important that I evaluate myself candidly on the level of respect I am demonstrating to others. Then I can consider whether there is any correlation between the amount of respect I show my colleagues and the amount I have been shown in return.
For me, I believe that the amount of trust I would receive is almost directly proportional to the amount I give to the people who work with me. Sometimes, I hear teachers balk at this idea and say, in effect, “Our school leaders and middle managers or teachers should not be the ones deferring to students. Respect has to be earned, and, like it or not, it can move in only one direction at their age in school.” In some ways, that observation may be true. But respect is not the same as compliance. Respect is the way in which we demonstrate that other people have value, even if that value arises only from their potential, which is the case of our students. The school leader who does not show consideration for middle managers, the middle manager who disrespect teachers and teachers who are dismissive of students, all of whom, in my opinion, had undermined his own authority already.
Hence, it is important that I evaluate myself candidly on the level of respect I am demonstrating to others. Then I can consider whether there is any correlation between the amount of respect I show my colleagues and the amount I have been shown in return.
Saturday, August 20, 2011
Waste Time
Finally I gotten better … In fact, I am happy to be healthy again. Being Healthy holds a totally different meaning to me now.
The title of today’s reflection is, I admit, intentionally misleading. Today’s goal really is not to waste time itself, but to become more aware of the ways in which we all waste time. All of us have habits or practices that are not as efficient as we might like them to be. As middle managers, we hold on to responsibilities that could be more productively be delegated to others. We have long emails when recipients are unlikely to care to complete reading. Or we may agonize over the punctuation marks in examination papers. It is possible, too, that we may waste time working with a committee for months to develop a learning package that is not used the following year, or outlining a new procedure that is not measurably different from what we could have found already in place at other schools.
It is now my goal to be conscious of how I spend my time from moment to moment. Having gone through a period where I was “so weak to do anything”, I am more convinced of this now. As I am currently doing the review of ICT implementation, I intend to identify at least 3 practices that I think are not the most productive use of my time. At the same time, I will consider what could I accomplish for the benefit for my students instead I had directed my energy toward goals which will make a more significant difference to my students and teachers.
The title of today’s reflection is, I admit, intentionally misleading. Today’s goal really is not to waste time itself, but to become more aware of the ways in which we all waste time. All of us have habits or practices that are not as efficient as we might like them to be. As middle managers, we hold on to responsibilities that could be more productively be delegated to others. We have long emails when recipients are unlikely to care to complete reading. Or we may agonize over the punctuation marks in examination papers. It is possible, too, that we may waste time working with a committee for months to develop a learning package that is not used the following year, or outlining a new procedure that is not measurably different from what we could have found already in place at other schools.
It is now my goal to be conscious of how I spend my time from moment to moment. Having gone through a period where I was “so weak to do anything”, I am more convinced of this now. As I am currently doing the review of ICT implementation, I intend to identify at least 3 practices that I think are not the most productive use of my time. At the same time, I will consider what could I accomplish for the benefit for my students instead I had directed my energy toward goals which will make a more significant difference to my students and teachers.
Thursday, July 14, 2011
Open Myself to Persuasion
Today’s course on Differentiated Instructions for diverse learners by Ai Ling was most helpful in the unpacking many of the “Big Ideas” of DI. I got a better understanding of the “why” and “how” to differentiate. A range of instructional strategies were also illustrated and shared with actual examples of implementation in lessons. Interesting enough she spoke on the theme which I will like to speak on this week, that is of “Persuasion”.
During my short time as team leader, I came to realize that as good leaders we don’t just ask the right kind of questions. There is a need to also listen thoughtfully to the answers given, and most importantly, through what was heard and learnt will cause me to see matters from a better perspective. In another words, I will allow myself to be persuaded! I have seen known leaders who seemed excessively easy to persuade. Even at times it appeared as though they tended to agree with whomever they talked to last. Of course, there is another side where leaders who is confused of persistence and mixed it with obstinacy and refused to see the merit in anyone’s ideas other than their own.
My own resolution is to make a conscious effort to be open to persuasion whenever it is warranted, even in areas in which I have the utmost confidence in my judgment. I need to listen carefully to what others tell me and assess their views objectively. I think in order to start this is to say to myself that perhaps differing views may be right and that I won’t dismiss it as weak or abandon it as ill-conceived. So there is this need to be more of the Learner stances rather than the judgment stance!
To put it in another way, I will say to myself that I will make the daily activities an exercise in active listening. Even more important, I will ensure that such exercise is one with active understanding!
During my short time as team leader, I came to realize that as good leaders we don’t just ask the right kind of questions. There is a need to also listen thoughtfully to the answers given, and most importantly, through what was heard and learnt will cause me to see matters from a better perspective. In another words, I will allow myself to be persuaded! I have seen known leaders who seemed excessively easy to persuade. Even at times it appeared as though they tended to agree with whomever they talked to last. Of course, there is another side where leaders who is confused of persistence and mixed it with obstinacy and refused to see the merit in anyone’s ideas other than their own.
My own resolution is to make a conscious effort to be open to persuasion whenever it is warranted, even in areas in which I have the utmost confidence in my judgment. I need to listen carefully to what others tell me and assess their views objectively. I think in order to start this is to say to myself that perhaps differing views may be right and that I won’t dismiss it as weak or abandon it as ill-conceived. So there is this need to be more of the Learner stances rather than the judgment stance!
To put it in another way, I will say to myself that I will make the daily activities an exercise in active listening. Even more important, I will ensure that such exercise is one with active understanding!
Friday, July 8, 2011
Let us all be Coach – My approach in changing mental models
Today during SMC meeting, we spoke on having Generative Conversations and the question about Mental Models came about – whether we are able to alter one other’s mental models and how we can go about changing such mental models.
For me, I will start by setting the tone for my team, emphasizing on incorporating in the minds and behaviors of teachers that we need one another to work together as a team so as to enable effective action. Everyone in the team will be a coach! To me, coach teaches in ways that are different from the methods most instructors use. They cajole, praise, flatter, motivate and challenge. I have seen students who accept a far more mocking critique of their shortcoming from a coach than they would from a professor in one of their courses because of this different relationship.
I see coaches setting almost impossible high expectations for everyone and to use whatever strategies they think are necessary to help them reach those expectations. So it is important to show what and how to do to achieve the desired results and not just expecting the results! There should be that conveying of a can-do attitude and support structure to help individuals achieve a higher degree of excellence than they even thought possible. This may start the change in mental model.
However, to keep at it, we should reinforce positive values even while we refuse to accept excuses when things are not going as well. As a middle manager, I hope to bring some of these coaching strategies to my area of responsibilities. In this way, I think it is not just to make the programs better but to make the team members better and more successful at what each of us do!
For me, I will start by setting the tone for my team, emphasizing on incorporating in the minds and behaviors of teachers that we need one another to work together as a team so as to enable effective action. Everyone in the team will be a coach! To me, coach teaches in ways that are different from the methods most instructors use. They cajole, praise, flatter, motivate and challenge. I have seen students who accept a far more mocking critique of their shortcoming from a coach than they would from a professor in one of their courses because of this different relationship.
I see coaches setting almost impossible high expectations for everyone and to use whatever strategies they think are necessary to help them reach those expectations. So it is important to show what and how to do to achieve the desired results and not just expecting the results! There should be that conveying of a can-do attitude and support structure to help individuals achieve a higher degree of excellence than they even thought possible. This may start the change in mental model.
However, to keep at it, we should reinforce positive values even while we refuse to accept excuses when things are not going as well. As a middle manager, I hope to bring some of these coaching strategies to my area of responsibilities. In this way, I think it is not just to make the programs better but to make the team members better and more successful at what each of us do!
Friday, July 1, 2011
Stop – at least for a moment
At last, it is over – a moment of mental relaxation. The heavy rock on my shoulder was finally lifted when I exited the room. Although the day’s intention was to get information from me, but I think it ended up with me learning as well. I found out much about what was required in ICT, about what was considered important about ICT. I see alignment in my beliefs with others and gained feedback on improvements. And more importantly, I learnt about who I am. How I pushed myself towards my “extrovert” personality just for today! It was not easy and I am thankful that I don’t need to keep at that tomorrow. So, Stop! - the theme I will like to speak on for this week.
I heard of leaders who sometimes believe that they need to be doing something all the time. They said that if they are not active – not changing things for the better – they often feel that they are not doing their jobs. But for me, I think that this should not be the case. Instead, we should take at least a moment or TWO – and just stop. There is no point of just endlessly doing. I think that we should instead reflect on all the good that is occurring so far and more importantly, appreciate those teachers with who had helped to make these successes possible. For me, I am really proud and grateful of the ICT PLC team teachers which have helped to accomplished many things considering the short time since the PLC’s creation. In this way, I no longer feel that I am doing one thing solely to get to the next thing but am really experiencing the full benefit of all those little successes around me. I then hope to be able to carry that positive energy with me for the long journey along.
I heard of leaders who sometimes believe that they need to be doing something all the time. They said that if they are not active – not changing things for the better – they often feel that they are not doing their jobs. But for me, I think that this should not be the case. Instead, we should take at least a moment or TWO – and just stop. There is no point of just endlessly doing. I think that we should instead reflect on all the good that is occurring so far and more importantly, appreciate those teachers with who had helped to make these successes possible. For me, I am really proud and grateful of the ICT PLC team teachers which have helped to accomplished many things considering the short time since the PLC’s creation. In this way, I no longer feel that I am doing one thing solely to get to the next thing but am really experiencing the full benefit of all those little successes around me. I then hope to be able to carry that positive energy with me for the long journey along.
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